A ZJER study aimed at investigating the causes that affected students to fail Educational Statistics using Zimbabwe Open University students, from Mash West Province, as a case study.

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This explorative study was motivated by Bachelor of Education (Educational Administration, Planning and Policy Studies) abbreviated B.Ed (EAPPS), students who failed in assignment one, educational statistics course code EA3DC201, in 2005. The aim of the study was to identify factors which affected students’ performance in educational statistics.
An analysis of 28 assignment one, intake 17 and 15 end of semester marked examination scripts for educational statistics, was done to identify students’ difficulties and sources used. This was followed by an evaluation of instructional content in Module EA3DC201, pages 48 to 53. A questionnaire was administered to 28 B.Ed (EAPPS) students intake 17, in Mashonaland West region, to establish factors which affected their performance. Three tutorials were observed to identify the tutorial aims, content, activities and source of matter. This was followed by interviews seeking students’ evaluation of the tutorial.
The study found that, B.Ed (EAPPS) students’ performance in educational statistics was affected by the following factors: mathematical misrepresentations in module EA3DC201, assignment bunching, lack of content validity and delayed student feedback. Students’ loss of touch with mathematical concepts, limited resources and improper orientation to distance learning also affects them. The study recommends a review of module EA3DC201, educational statistics, orientation of students into distance learning, even spacing of assignments, tutor staff development in systematic, capita-selector, supplementary and capsule tutorials. Further research is required on the role of English language and its influence on the performance of B.Ed (EAPPS) students in educational statistics.